Childhood fever management program for Korean pediatric nurses: A comparison between blended and face-to-face learning method

Abstract

Background: A blended learning can be a useful learning strategy to improve the quality of fever and fever management education for pediatric nurses. Aim: This study compared the effects of a blended and face-to-face learning program on pediatric nurses’ childhood fever management, using theory of planned behavior. Methods/Design: A nonequivalent control group pretest–posttest design was used. A fever management education program using blended learning (combining face-to-face and online learning components) was offered to 30 pediatric nurses, and 29 pediatric nurses received face-to-face education. Results/Findings: Learning outcomes did not significantly differ between the two groups. However, learners’ satisfaction was higher for the blended learning program than the face-to-face learning program. Conclusion: A blended learning pediatric fever management program was as effective as a traditional face-to-face learning program. Therefore, a blended learning pediatric fever management-learning program could be a useful and flexible learning method for pediatric nurses.